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Progress in understanding reading : scientific foundations and new frontiers /
Los últimos 25 años han visto enormes avances en el estudio de los procesos psicológicos en la lectura. Nuestro creciente cuerpo de conocimientos sobre el proceso de adquisición de la lectura, tiene aplicaciones a problemas importantes como la prevención de las dificultades y la identificación de pr...
| Autor principal: | |
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| Formato: | Libro |
| Lenguaje: | English |
| Publicado: |
New York :
Guilford Press,
2000, 2000.
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| Materias: |
MARC
| LEADER | 00000cam a2200000Ia 4500 | ||
|---|---|---|---|
| 001 | ocm44064715 | ||
| 003 | OCoLC | ||
| 005 | 20221010102522.0 | ||
| 008 | 140828t20002000nyuad b 001 0 eng d | ||
| 010 | |a 00022786 | ||
| 020 | |a 1572305649 | ||
| 020 | |a 9781572305649 | ||
| 020 | |a 1572305657 (rústica) | ||
| 020 | |a 9781572305656 (rústica) | ||
| 040 | |a DLC |b eng |c DLC |d UV# | ||
| 050 | 4 | |a LB1050 |b S82 2000 | |
| 082 | 0 | 0 | |a 428.4 |2 21 |
| 100 | 1 | |a Stanovich, Keith E., |d 1950- |9 411215 | |
| 245 | 1 | 0 | |a Progress in understanding reading : |b scientific foundations and new frontiers / |c Keith E. Stanovich ; foreword by Isabel L. Beck. |
| 260 | |a New York : |b Guilford Press, |c 2000, 2000. | ||
| 300 | |a xxiii, 536 páginas : |b ilustraciones, tablas ; |c 24 cm. | ||
| 504 | |a Incluye referencias bibliográficas (páginas 421-511) e índices. | ||
| 505 | 0 | |a pt. I, The role of context effects in models of reading. Early applications of information processing concepts to the study of reading : the role of sentence context -- Automatic contextual facilitation in readers / Richard F. West and Keith E. Stanovich -- Toward an interactive-compensatory model of individual differences in the development of reading fluency -- The interactive-compensatory model of reading : a confluence of developmental, experimental, and educational psychology -- pt. II. Phonological sensitivity and the phonological core deficit model. Early reading acquisition and the causes of reading difficulty : contributions to research on phonological processing -- Assessing phonological awareness in kindergarten children : issues of task comparability / with Anne E. Cunningham and Barbara Cramer -- Explaining the differences between the dyslexic and the garden-variety poor reader : the phonological variable-difference model -- The phenotypic performance profile of reading-disabled children : a regression-based test of the phonological-core variable-difference model / with Linda S. Siege -- pt. III. Matthew effects in reading. Tying it all together : a model of reading acquisition and reading difficulty -- Matthew effects in reading : some consequences of individual differences in the acquisition of literacy. | |
| 505 | 0 | |a pt. IV. The importance of word recognition in models of reading. The Word Recognition Module --Concepts in developmental theories of reading skill, cognitive resources, resources, automaticity, and modularity -- pt. V. The cognitive consequences of literacy. Measuring print exposure : attempts to empirically track "rich get richer"Exposures --print and to printand orthographicc processing / with Richard F. West -- Does reading make you smarter? : literacy and the shaping of cognition / with Anne E. Cunningham and Richard F. West -- pt. VI. Discrepency definitions of reading disability. Reading disability classification : are reforms based on evidence possible? -- Discrepency definitions of reading disability : has intelligence led us astray? -- pt. VII. The reading instruction debate : comments on the "reading wars". Putting children first by putting science first : the politics of early reading instruction -- Romance and reality -- Twenty-five years of research on the reading process : the grand synthesis and what it means for our field -- Bibliography. | |
| 520 | |a Los últimos 25 años han visto enormes avances en el estudio de los procesos psicológicos en la lectura. Nuestro creciente cuerpo de conocimientos sobre el proceso de adquisición de la lectura, tiene aplicaciones a problemas importantes como la prevención de las dificultades y la identificación de prácticas efectivas de enseñanza de lectura. Este volumen resume los avances que se han realizado en áreas clave de lectura de investigación y proporciona información detallada sobre los debates y controversias actuales. El volumen está dividido en siete partes, cada parte comienza con un capítulo introductorio que presenta conclusiones sobre el tema, seguidos de uno o más artículos clásicos del programa de investigación del autor. Los temas incluyen procesos fonológicos y efectos de contexto en la lectura, las "guerras de lectura" y cómo deberían resolverse, el significado del término "Dislexia" y los efectos cognitivos y beneficios de la lectura. --Desde la descripción de la editorial | ||
| 650 | 4 | |a Lectura. | |
| 650 | 7 | |a Psicología de la lectura |9 3184 | |
| 901 | |a Z0 |b UV# | ||
| 902 | |a DGBUV | ||
| 942 | |c LIBRO | ||
| 999 | |c 282434 |d 282434 | ||